EFFECTIVE PRACTICES IN TEACHING AND LEARNING II
The Brain and Learning: Integrated Social Studies and Arts Lesson Plan
Integrated Social Studies and Arts Lesson Plan
Chicago History Lesson
Teacher: Avni Patel
Age Range/Grade Level: 1st/2nd
Lesson/Activity Duration: 80 minutes
Subject Areas: Social studies, the arts, language arts (integrated)
Curricular Unit/Theme: Chicago history; impact of historical events on community members; roles,
responsibilities, and interdependencies among community members
Illinois State Standard(s):
Social Studies
State Goal 16: Understand events, trends, individuals, and movements shaping the history of Illinois,
the United States, and other nations
State Goal 17: Understand world geography and the effects of geography on society, with an
emphasis on the United States
State Goal 18: Understand social systems, with an emphasis on the United States
Fine Arts
State Goal 25: Know the language of the arts
State Goal 26: Through creating and performing, understand how works of art are produced
State Goal 27: Understand the role of the arts in civilizations, past and present
English Language Arts
State Goal 1: Read with understanding and fluency
State Goal 4: Listen and speak effectively in a variety of situations
State Goal 5: Use the language arts to acquire, assess, and communicate
Social/Emotional
Goal 1: Develop self-awareness and self-management skills to achieve school and life success
Goal 2: Use social awareness and interpersonal skills to establish and maintain positive relationships
Goal 3: Demonstrate decision-making skills and responsible behaviors in personal, school, and
community contexts
Johns Hopkins University School of Education
Integrated Social Studies and Arts Lesson Plan
EFFECTIVE PRACTICES IN TEACHING AND LEARNING II
The Brain and Learning: Integrated Social Studies and Arts Lesson Plan
Learning Objectives:
Students will:

Apply prior knowledge to a class discussion on Chicago historical events and consequent impact on
community/people

Create concrete representations of mental images gleaned from reading nonfiction text passages on
Chicago history

Demonstrate developmentally appropriate social-emotional competence (including problem-solving
and conflict-resolution skills) through behaviors exhibited in whole-class discussions and group work
Academic Vocabulary to Be Taught/Reviewed: nonfiction text, mental images, represent, independently
Content Vocabulary to Be Taught/Reviewed: past, present, disaster, body of water, skyscraper, city,
community
Materials:
Class Discussion
 Nonfiction text—Above Chicago: A New Collection of Historical and Original Aerial Photographs of
Chicago by Robert Cameron
Learning Centers
 Project Work: nonfiction articles, nonhardening clay (assorted colors), plastic knives, toothpicks,
rolling pins, miscellaneous sculpting materials, cardboard boxes, paint, paintbrushes, tissue paper
squares, craft sticks, etc.

Charades/Dramatic Play: prompt cards, challenge cards, tips chart, prop box

Reader’s Theater: “The Three Billy Goats Gruff” script

Project Work: “just right” nonfiction text passages, nonhardening clay (assorted colors), tempera
paints and brushes, plastic knives, toothpicks
Grouping Structures:
Class Discussion—Whole class on rug
Learning Centers—Three groups of 6–7 students in different parts of the room
Johns Hopkins University School of Education
Integrated Social Studies and Arts Lesson Plan
EFFECTIVE PRACTICES IN TEACHING AND LEARNING II
The Brain and Learning: Integrated Social Studies and Arts Lesson Plan
Lesson/Activity Sequence:
Beginning—Introduction/Anticipatory Set
Teacher Actions:
Learner Actions:
Using photos from Above Chicago and
songs, lead discussion about Chicago
history by asking questions, delving, and
probing to tap or build prior knowledge as
a scaffold for working in learning centers.
Participate in large-group discussion
reviewing Chicago historical events;
ask/respond to questions and engage
classmates in discussion; use appropriate
behaviors for discussion.
Introduce Chicago history learning centers
(reader’s theater, charades, project work).
Give explicit instructions for completing
each center; discuss processes for
choosing centers and dealing with
potential disappointment.
Ask clarifying questions about centers.
Select learning center. Demonstrate ability
to deal with disappointment if first choice is
not available.
Distribute name cards for center-selection
pocket chart.
Put name card in center of choice. Go to
center and begin working.
Middle—Methods/Strategies
Teacher Actions:
Learner Actions:
Circulate to each center: monitor and
facilitate discussions, promote creative
thinking, and assist students (fostering
problem-solving and conflict-resolution
skills). Conduct informal assessment of
student learning in social studies, the arts,
and literacy. Monitor time.
Project Work: Use art materials to create
visual representation of historical Chicago
event.
After 20 minutes, give students option of
switching to another center.
Charades/Dramatic Play: One group pulls
card from a topic box and acts out
historical Chicago events using props.
Other group acts as audience and guesses
the event. Groups switch roles and repeat
process. Use challenge cards and tips
chart as needed.
Reader’s Theater: Assign roles, practice
reading script, add motions, and prepare
simple props (time permitting).
When given the option, decide whether or
not to move to another center.
Johns Hopkins University School of Education
Integrated Social Studies and Arts Lesson Plan
EFFECTIVE PRACTICES IN TEACHING AND LEARNING II
The Brain and Learning: Integrated Social Studies and Arts Lesson Plan
End—Synthesis/Closure
Teacher Actions:
Have students stop working, clean up, and
assemble in back of room. Have one or
more groups present center
product/performance. Remind students of
appropriate presentation and audience
behaviors. When time is up, inform
students that all will have a chance to
present in the next several days.
Learner Actions:
Stop working, clean up, assemble in back
of room.
Present product/performance, explain
process, decisions, new learning, etc.
Demonstrate appropriate audience
behaviors.
Extension/Enrichment:

Project Work students will be permitted to add textual support to their sculptures.

Reader’s Theater students will have permission to enhance text, add dialogue, etc.

Charades/Dramatic Play students will be allowed to create their own scenarios, create visual
representations using drawing materials, or repeat scenarios in different student groups.
Assessment:
 Informal assessment: anecdotal notes from large group discussions and presentations, as well as
from small-group interactions, products, and performances
 Formal assessment: end-of-unit assessment on Chicago history and its impact on the community and
people, then and now
Johns Hopkins University School of Education
Integrated Social Studies and Arts Lesson Plan